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My Sci > Teacher ideas > Unit plan > Fighting Infection – The immune system
Part 1: Learning outcomes plan
Main idea:
Science strand:
 The immune system in our bodies  Living World: Life processes common to all living things – particularly
fights infection to keep us
focusing on a key structural feature (the immune system) and its
healthy.
function.
 Also describes the organisation of life at the cellular level.
Overarching learning outcomes:
In building understandings about the immune system, students will integrate:
 understanding that the immune system works to fight infection in our bodies (scientific knowledge)
 an investigation into the immune system and how it functions to fight specific diseases (scientific practice)
 understanding that scientific knowledge can be used to help people (nature of science).
Conceptual learning outcomes Procedural learning outcomes Nature of science outcomes
Students will understand that:
Students will be able to:
Students will understand and
 infection is the invasion of
 research for information from the appreciate that:
pathogens into the body
Fighting Infection context in the  scientists make categories so
 cells are the basic building blocks Science Learning Hub
they can understand what they
of the body
 identify and classify
see (such as classifying
 microorganisms are
microoganisms
microorganisms)
microscopically small organisms,  identify questions about the
 scientists use models to explain
and there are trillions of them
immune system suitable for
things that are difficult to
within the human body
investigating through the
observe (such as the immune
 bacteria (microorganisms) are
animation or other immune
system that is within the body
mostly harmless, but there are a
system activities
and has many parts that are
few pathogenic bacteria that are  identify immune cells using
microscopic)
harmful to us
identification cards, PowerPoint
 scientific research can help
 viruses are extremely tiny
presentations and information
people in the future (such as
genetic material, and some can
from the Fighting Infection
research into infectious diseases)
be very dangerous (pathogenic)
context
 scientists face ethical dilemmas
 the immune system is cells,
 follow a sequence of steps to
(such as keeping David Vetter
tissues and organs that work
learn a card game that explores
alive).
together to protect the body
how different viruses affect
against pathogens
different cells in the body
 there are special immune cells
 model immune response through
that are part of the immune
drama
system that have specific
 draw a mind map depicting their
functions
understanding of the immune
© 2007–2011 The University of Waikato
www.sciencelearn.org.nz
Level: 3 4 5
Year: 5–8
Teacher: Barbara Ryan
Technical learning outcomes
Students will be able to:
 use a microscope to observe cells
 use an animation from the
Science Learning Hub to explore
the immune system
 use a camera to take videos clips
of the immune response drama.
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My Sci > Teacher ideas > Unit plan > Fighting Infection – The immune system
 the immune cells respond
differently for different
pathogens.
system
 follow a sequence of steps to
conduct an experiment
(spreading diseases)
 debate or role-play an ethical
issue.
Management/materials:
 Resources: www.sciencelearn.org.nz/Contexts/Fighting-Infection, microscopes
 Equipment for the student activity Spreading diseases (optional)
Assessment:
 Imagine you are an immune cell, bacterium or virus. Write a short story about what happens to you in the body to show your understanding
of the immune system.
 Alternatively, the mind map could be an assessment activity.
© 2007–2011 The University of Waikato
www.sciencelearn.org.nz
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My Sci > Teacher ideas > Unit plan > Fighting Infection – The immune system
Part 2: Lesson plan
Main idea: The immune system in our bodies fights infection to keep us healthy.
Subtasks
Resources/focal artefacts
Planned interactions
Meso tasks
Micro tasks
Day 1
1.1 Introduce
 ‘Snot’. To make, see Teaching
 Class discussion: What is this?
Introduce the
some previously
& Learning Approaches>Making
Brainstorm ideas about what
concept of
made ‘snot’.
snot
snot is.
infection.
1.2 Read and
discuss the
Science Ideas &
Concepts article
Infection.
 Science Ideas & Concepts>
Infection
1.3 Students
make snot
themselves
(optional).
 Teaching & Learning
Approaches>Making snot
© 2007–2011 The University of Waikato
www.sciencelearn.org.nz
 In small groups or as a class,
read the article Infection.
Discuss terms such as
‘microorganisms’, ‘pathogenic’,
‘vaccination’. This could be
done as a class using an IWB –
scientific words could be
highlighted and discussed.
Key student outcomes
 Students will understand that
snot is formed by the body to
protect the body against
invading particles and ‘germs’
that may cause an infection.
 Students will know that
infection is the invasion of
pathogens into the body.
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My Sci > Teacher ideas > Unit plan > Fighting Infection – The immune system
Main idea: The immune system in our bodies fights infection to keep us healthy
Subtasks
Resources/focal artefacts
Planned interactions
Meso tasks
Micro tasks
Day 2
2.1 What is a
 Teaching & Learning
 Follow through with activities
Exploring cells
cell?
Approaches>
and questions 1–7 in the
and
Introduction to cells
student activity. Have 2–4
microorganisms.
Teacher reference:
microscopes set up with onion
 Science Ideas & Concepts>
cells already on them for
Cells
students to observe. If you
have an IWB or data projector,
get some cells (like banana
cells suggested in the activity)
off the internet and show on
board.
2.2 What is a
 Science Ideas & Concepts>
 In small groups or as a class,
microorganism?
Microorganisms – friend or foe?
read the article Microorganisms
– friend or foe? Ask students
for terms they don’t understand
and discuss.
 With an IWB or data projector
(or on individual computers)
explore the scale interactive
under Useful links to appreciate
the size of microorganisms
(http://learn.genetics.utah.edu/
content/begin/cells/scale).
© 2007–2011 The University of Waikato
www.sciencelearn.org.nz
Key student outcomes
 Student will understand that a
cell is the smallest basic unit a
body is are made up of.
 Students will understand that a
microorganism is a tiny living
organism. They will appreciate
differences between bacteria
cells, viruses and parasites.
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My Sci > Teacher ideas > Unit plan > Fighting Infection – The immune system
Main idea: The immune system in our bodies fights infection to keep us healthy
Subtasks
Resources/focal artefacts
Planned interactions
Meso tasks
Micro tasks
Day 3
3.1 What is the
 Teaching & Learning
(Before the session, the teacher
Exploring the
immune system?
Approaches>The wars within
should read the Science Ideas &
immune system.
Teacher reference:
Concepts articles and view the
 Science Ideas & Concepts>
Cells of the immune system
The body’s first line of defence
PowerPoint presentation from the
 Science Ideas & Concepts>
student activity The wars within
The body’s second line of
to become familiar with the
defence
immune system and cell names.)
 As a class, go through the
PowerPoint presentation slowly
discussing each slide and
practising saying the names of
the immune cells presented.
3.2 Exploring the  Sci Media>Animation>
 In pairs students, explore the
immune system
The immune system
animation The immune system.
through an
See what happens when a
animation.
rotavirus and skin bacteria get
into the body. Note that the
body responds differently for
different bacteria, viruses or
invading pathogens.
3.3 Play a card
 Teaching & Learning
(Before the session, the teacher
game to identify
Approaches>Fighting infection
should colour copy, laminate and
how different
card game
cut out the cards for the Fighting
viruses affect
infection card game and go
different cells in
through the game to become
the body.
familiar with the rules before
teaching to the students.)
 Play the game individually, in
groups or as a class.
© 2007–2011 The University of Waikato
www.sciencelearn.org.nz
Key student outcomes
 Students will have an
appreciation of what the
immune system is and will
become familiar with immune
system cell names.
 Students will see how the body
responds to a specific
bacterium and virus in the
body.
 Students will become more
familiar with how the immune
system works and how
different pathogens cause
different responses.
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My Sci > Teacher ideas > Unit plan > Fighting Infection – The immune system
Main idea: The immune system in our bodies fights infection to keep us healthy.
Subtasks
Resources/focal artefacts
Planned interactions
Meso tasks
Micro tasks
Day 4
4.1 Recap the
 Teaching & Learning
 As a class, identify the cells on
Further
names of
Approaches>Drama with
each card and discuss their
investigation into immune cells
microbes
function.
how the immune and their main
 Display the cell cards. Tell
system fights
function.
students these cards are just a
infection.
depiction of the cells and that
the actual cells are not these
colours – the dentritic cell
though, does have arm-like
projections, while the other
cells are more round in shape.
4.2 Identify the
 Sci Media>Animation>
 As a class (with an IWB/data
cells you know in
The immune system
projector) or in pairs/groups,
the animation.
go through the animation again
and see if you can name the
cells you see.
4.3 Model
 Teaching & Learning
 Discuss the idea of acting out
immune system
Approaches>Drama with
immune response. Watch the
response to
microbes
movie clips of year 5/6
bacteria and
students and their immune
viruses.
response drama (IWB/data
projector/computer).
 Follow instructions 5–9 in the
student activity.
© 2007–2011 The University of Waikato
www.sciencelearn.org.nz
Key student outcomes
 Students become more familiar
with cells and pathogens and
their function
 Students can identify the main
cells in the immune system.
 Students will understand how
immune cells interact together
to destroy a pathogen.
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My Sci > Teacher ideas > Unit plan > Fighting Infection – The immune system
Main idea: The immune system in our bodies fights infection to keep us healthy.
Subtasks
Resources/focal artefacts
Planned interactions
Meso tasks
Micro tasks
Day 5–6
5–6.1 Depict
 Teaching & Learning
 In pairs or small groups,
Consolidating
ideas about the
Approaches>Literacy in
students draw mind maps
ideas about the
immune system
immunology
depicting their knowledge of
immune system. in a mind map.
the immune system (see
examples in the student
activity).
5–6.2 Write
 Teaching & Learning
 Read examples of student
poems that
Approaches>Literacy in
poems in the student activity.
describe
immunology
 Students write their own
functions of
poems.
immune cells or
the working of
the immune
system.
5–6.3
 Teaching & Learning
 Read examples of student
Assessment
Approaches>Literacy in
stories in the student activity.
activity:
immunology
 Imagine you are an immune
Write short
cell, bacterium or virus. Write a
stories on the
short story about what happens
immune system.
to you in the body.
© 2007–2011 The University of Waikato
www.sciencelearn.org.nz
Key student outcomes
 Students will have a simple
understanding of the immune
system and the function of
some of the cells.
 Students will use scientific
terms and phrases.
 Students will have a simple
understanding of the immune
system and the function of
some of the cells.
 Students will use scientific
terms and phrases.
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My Sci > Teacher ideas > Unit plan > Fighting Infection – The immune system
Main idea: The immune system in our bodies fights infection to keep us healthy.
Subtasks
Resources/focal artefacts
Planned interactions
Meso tasks
Micro tasks
Optional extras O.1 Participate in  Teaching & Learning
 Follow the instructions in the
Understand how
an experiment
Approaches>Spreading
student activity.
disease spreads
that shows how
diseases
in a group.
disease spreads
among a group
of people.
Explore some
O.2 Read about
 Teaching & Learning
 Follow the instructions in the
current medical
some current
Approaches>Exploring medical
student activity using the topics
research.
New Zealand
research
TB, rotavirus, RSV or
research and use
hookworm and allergies.
the Futures
thinking tool to
think about
medical care in
the future.
Debate or roleO.3 Debate or
 Teaching & Learning
 Follow the instructions in the
play an ethical
role-play the
Approaches>Ethical dilemmas
student activity to learn about
dilemma.
issues involved
in fighting infection (David
David Vetter and the issues
in keeping David
Vetter section)
involved.
Vetter (born
Teacher reference:
 Conclude with either the debate
without an
 Teaching & Learning
or role-play to engage in ethical
adequate
Approaches >Managing
discussion.
immune system)
classroom discussion
alive.
© 2007–2011 The University of Waikato
www.sciencelearn.org.nz
Key student outcomes
 Students will explain how a
virus spreads and will be aware
of how the spread can be
limited.
 Students will be aware of
current New Zealand research
and that such scientific
research helps people in the
future.
 Students will become familiar
with David Vetter’s case,
appreciate the importance of
the immune system and be
introduced to ethics
discussions.
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